Enhancing transfer of learning through post-course reflection

Leberman, Sarah; Martin, Andrew J.

doi:10.1080/14729670485200521

Cited by 41 publications

(26 citation statements)

References 9 publications

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“…It is assumed that such deep reflection of one's life and such a search for meaning in life are also integral parts of the pilgrimage experience (Jirásek, 2011a). Structured post-course reflection enhances the transfer of learning (Leberman & Martin, 2004) and such reflection occurred in the dramaturgy of the course when participants wrote feedback essays and poems between the Main Course and the Dessert. Additional reflection occurred as a part of the research process that is supposed to significantly influence the transfer of learning and thus the results of the research as well (Rea, 2006).…”

Section: Discussionmentioning

confidence: 99%

Winter course experience: Towards a wider understanding of a dramaturgy approach

Svoboda

Dvořáčková²,

Jirásková³

et al. 2015

Acta Gymnica

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for Experiential Education (AEE) or from the meaning used in wider international contexts. Nevertheless, the term is a literal translation of the Czech term zážitková pedagogika, the concept of which implies that outdoors is not the only viable environment and that adventure education is not the only means of personal development. Czech experiential education is unique with its use of dramaturgy (described later) and its purposeful use of games (R. Hanuš & Chytilová, 2009). Every course typically has its unique dramaturgy, so there are never two courses conducted with an identical course design. The historical perspective of the Czech method of experiential education has been described at various occasions (

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Section: Discussionmentioning

confidence: 99%

Winter course experience: Towards a wider understanding of a dramaturgy approach

Svoboda

Dvořáčková²,

Jirásková³

et al. 2015

Acta Gymnica

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show abstract

“…Using what Kolb termed as an Experiential Learning Cycle (Kolb 1984), the modules undergo a continual review process of reflective post-course meetings between lecturers to help improve the transfer of learning, and so improve the content (Leberman and Martin 2004).…”

Section: Methods -Modular Refinementmentioning

confidence: 99%

Reflexiones sobre el refinamiento modular y el aprendizaje interprofesional en la educación clínica

Tredinnick‐Rowe¹

2018

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Modular refinement of courses in clinical education is essential to improve the quality of tuition that students receive. This study looks at student feedback scores to determine if changes to group work and the introduction of interprofessional teaching staff improved the quality of the student experience. A mixed group of professionals taught three different cohorts of postgraduate clinical students. Prior to this, non-clinical staff, rather than a mix of medical educators, and clinical professionals taught the same course. Students' feedback about the class used four categories: for relevance, for style/ mode of delivery, for organisation, and for enjoyment. We compared the scores before after the intervention. Student feedback ranged from 9-14 participants for each category. Following the module-redesign students' feedback scores increased in each category, with the largest increases coming in relevance. Matching the professional characteristics of the teachers to students can have a beneficial effect in terms of the relevance of clinical courses, as well as style, mode of delivery, and organisation. Student feedback can be used to determine the success of modular reforms if the correct psychometric measure are used in the feedback paperwork.

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“…The adventure sports coaching process often uses a specific post-activity review session to embed learning (Taylor, 2006). It could be argued that this review process has been borrowed from adventure education where it is used to embed personal and social learning (Leberman & Martin, 2004). However, there is a gap in the literature concerning the value of a specific, post-activity review session in an adventure sports coaching context, i.e.…”

Section: Going Promentioning

confidence: 99%

Going pro: Point of view cameras in adventure sports research

French

2016

Journal of Outdoor and Environmental Education

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The role of the adventure sports coach was first identified by Collins and Collins (2012) who suggested that the sports coaching process is significantly different in an adventurous context. Whilst there is a growing body of literature surrounding coaching pedagogy (Hay, Dickens, Crudginton & Engstrom, 2012), investigation of Going Pro coaching pedagogy within adventure sports is less common. Video ethnography is a well-documented field, with a broad base in the literature across many fields of study, and as technology progresses, new applications of that technology become apparent and require investigation. This paper details the development of a new method of data capture for qualitative analysis in the field of adventure sports research/adventure sports coaching pedagogy, using point of view (POV) video cameras as the primary means of data capture. Ethical and philosophical concerns are considered with a brief evaluation of the technique and suggestions for future use and development.

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Enhancing transfer of learning through post-course reflection

Cited by 41 publications

References 9 publications

Winter course experience: Towards a wider understanding of a dramaturgy approach

Winter course experience: Towards a wider understanding of a dramaturgy approach

Reflexiones sobre el refinamiento modular y el aprendizaje interprofesional en la educación clínica

Going pro: Point of view cameras in adventure sports research

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